Practicing self-control: Assist students in brainstorming ways to control their excitement. For example, crossing their arms, making a fist, counting to ten, etc.: Peer model

Pair students with a peer who can model practicing self-control during activities involving a large amount of stimuli. Check that the calm behaviors modeled by the peer are having a calming effect on students.

Think before you act: Encourage students to think before they act. This will help develop an awareness of their actions. For example, have students step back and think about if they were too excited when they acted out inappropriately.

Location for quiet time: Provide a location in the classroom where students can remove themselves or pause from the activity when they become overstimulated or excited.

Cooling off area: Have a designated place or area for students to regain control if they have an emotional outburst or become upset. Role play appropriate response strategies for the situation if it happens again.

Behavior contract: Create a behavioral contract with students that outlines desired behaviors and rewards if successful.

Conflict resolution and self-control: Discuss conflict resolution and self-control strategies with students, such as walking away, asking for help, changing to a different activity, counting to ten, etc.

Positive peers: Seat students with a peer who models positive behavior and makes other students comfortable. Avoid areas of potential conflict.

Anxiety reduction manipulatives: Allow students to use items such as stress balls, velcro, sketch books, etc., to prevent or reduce stress and anger.

Advance notice: Provide advance notice for all assessments or stressful activities. This could range from a day in advance to a week or more, depending on the needs of the students.

Observed Behavior: Impulsive

Behavior contract: Create a behavioral contract with students that outlines desired behaviors and rewards if successful.

One-on-one conversations: Speak with students after impulsive or unpredictable behavior has taken place. Discuss why the behavior was not appropriate for the setting and potential consequences.

Limit down time: Schedule the class period to limit opportunities for students to be off-task and unpredictable in their behavior.

Routine: Establish a class routine for students to follow in a predictable manner. Reduce impulsive behaviors by providing structure and consistency.

Choice: Allow students to have a choice in the type of assignment or order of completing tasks within the assignment, if possible.

Nonverbal signals: Create a nonverbal signal with students to let them know when they are not behaving appropriately.

Positive reinforcement: Provide positive reinforcement in terms of verbal praise, small breaks, or a tangible item. Let students know that you see them working toward target behaviors/peer interaction.

Reduce stimuli: Identify distracting stimuli in the classroom that may be distracting students. Move distracted students to a quiet area in the room or seat them away from distractions.

Grouping: Try various groupings to find the best group for students to work in.

Peer model: Pair students with a peer who can model practicing self-control during activities involving a large amount of stimuli. Ensure that the modeling of calm behaviors is having a calming effect on the students.

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